The ultimate goal of any academic program is to educate and bring up thoughtful citizens in societies. By “thoughtfulness” we mean paving the spectrum from simply applying the rules (lower order thinking) to finding proper solution to authentic novel problems (higher order thinking). It is helping the practitioners pave the continuum of knowledge construction towards logic construction, meanwhile restructuring the sense of responsibility, i.e. “autonomy”. The study reported here has investigated the effect of three higher order thinking strategies on enhancing learner autonomy of EFL undergraduates in Iran through instructional intervention. The authors adopted both qualitative and quantitative approaches to answer the research questions, collecting data via the instruments of the test, questionnaire, and interview. The three treatment groups (n = 30 each) receiving one of the three higher order thinking strategies in fifteen sessions of 90 min of the course “reading comprehension III”. The strategy training phase of this study was implicit and embedded in form of awareness raising (Chamot and Rubin, 1994). The instrumental material for all four groups (three treatments and one control) was the same as “Active Skills for Reading 3” by Neil J. Anderson (2014). The control group (n = 30), however, experienced a traditional reading instruction mainly focused on vocabulary development, writing tasks, and comprehension drills. Operationalized through the procedures of the present study and implemented over the first academic semester 2015–2016, Bloom’s higher order thinking strategies had positive influence on enhancing the practitioners’ autonomy, meanwhile some pondering issues pinpointed through the qualitative phase of the study.

中文翻译：

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Bloom的高阶思维策略对学习者自主性的似然性：范式转变

任何学术计划的最终目标是教育和培养社会上有思想的公民。“体贴”是指从简单地应用规则（低阶思维）到为真实的新问题找到适当的解决方案（高阶思维）铺平了道路。它帮助从业者将知识建构的连续性铺平到逻辑建构，同时又重构了责任感，即“自治”。此处报道的研究调查了三种高阶思维策略通过教学干预对提高伊朗EFL大学生的学习者自主性的影响。作者采用定性和定量方法来回答研究问题，通过测试，问卷调查和访谈的手段来收集数据。三个治疗组（每组n = 30）在“阅读理解III”课程的90分钟内的15个疗程中接受了三种高级思维策略之一。本研究的策略培训阶段是隐式的，并以提高意识的形式嵌入（Chamot和Rubin，1994）。四组（三组治疗和一组对照）的工具材料与尼尔·安德森（Neil J. Anderson）（2014年）的“主动阅读技巧3”相同。对照组（n = 30）则经历了传统的阅读指导，主要集中在词汇发展，写作任务和理解训练上。通过本研究的程序进行操作并在2015-2016年第一学期实施，布鲁姆的高阶思维策略对增强从业者的自主权产生了积极影响，